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Get the story straight: contextual repetition promotes word learning from storybooks.

Horst JS, Parsons KL, Bryan NM - Front Psychol (2011)

Bottom Line: In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words.Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession.Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

View Article: PubMed Central - PubMed

Affiliation: School of Psychology, University of Sussex Brighton, UK.

ABSTRACT
Although shared storybook reading is a common activity believed to improve the language skills of preschool children, how children learn new vocabulary from such experiences has been largely neglected in the literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping abilities. Specially created storybooks were read to 3-year-old children three times during the course of 1 week. Each of the nine storybooks contained two novel name-object pairs. At each session, children either heard three different stories with the same two novel name-object pairs or the same story three times. Importantly, all children heard each novel name the same number of times. Both immediate recall and retention were tested with a four-alternative forced-choice task with pictures of the novel objects. Children who heard the same stories repeatedly were very accurate on both the immediate recall and retention tasks. In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words. Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession. Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

No MeSH data available.


Related in: MedlinePlus

Examples of the objects shown on four test booklet pages. (A) an example from a practice page used for warm-up trials (p. i) and (B–D) examples from test pages used for both immediate recall and retention trials (pp. 5, 6, 8, respectively).
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Figure 2: Examples of the objects shown on four test booklet pages. (A) an example from a practice page used for warm-up trials (p. i) and (B–D) examples from test pages used for both immediate recall and retention trials (pp. 5, 6, 8, respectively).

Mentions: Booklet pictures were made the same way as the storybook pictures (i.e., photographs of real objects altered using poster edges). One picture appeared in each quadrant (i.e., top left, top right, bottom left, bottom right (see also, Robbins and Ehri, 1994; Sénéchal, 1997)). Each practice page depicted four different familiar objects (e.g., glasses, cup, horse, and toy car, see Figure 2A). Each test page depicted four novel objects, each of which appeared in the stories (see Figures 2B–D). Across pages, novel objects appeared both with and without their direct competitors. For example, the manu (pen) and zorch (cup-and-ball game) were direct competitors because they appeared in the same stories. The manu and zorch both appeared on four test pages (i.e., with their direct competitor) and appeared individually on nine pages (i.e., without their direct competitor).


Get the story straight: contextual repetition promotes word learning from storybooks.

Horst JS, Parsons KL, Bryan NM - Front Psychol (2011)

Examples of the objects shown on four test booklet pages. (A) an example from a practice page used for warm-up trials (p. i) and (B–D) examples from test pages used for both immediate recall and retention trials (pp. 5, 6, 8, respectively).
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3111254&req=5

Figure 2: Examples of the objects shown on four test booklet pages. (A) an example from a practice page used for warm-up trials (p. i) and (B–D) examples from test pages used for both immediate recall and retention trials (pp. 5, 6, 8, respectively).
Mentions: Booklet pictures were made the same way as the storybook pictures (i.e., photographs of real objects altered using poster edges). One picture appeared in each quadrant (i.e., top left, top right, bottom left, bottom right (see also, Robbins and Ehri, 1994; Sénéchal, 1997)). Each practice page depicted four different familiar objects (e.g., glasses, cup, horse, and toy car, see Figure 2A). Each test page depicted four novel objects, each of which appeared in the stories (see Figures 2B–D). Across pages, novel objects appeared both with and without their direct competitors. For example, the manu (pen) and zorch (cup-and-ball game) were direct competitors because they appeared in the same stories. The manu and zorch both appeared on four test pages (i.e., with their direct competitor) and appeared individually on nine pages (i.e., without their direct competitor).

Bottom Line: In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words.Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession.Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

View Article: PubMed Central - PubMed

Affiliation: School of Psychology, University of Sussex Brighton, UK.

ABSTRACT
Although shared storybook reading is a common activity believed to improve the language skills of preschool children, how children learn new vocabulary from such experiences has been largely neglected in the literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping abilities. Specially created storybooks were read to 3-year-old children three times during the course of 1 week. Each of the nine storybooks contained two novel name-object pairs. At each session, children either heard three different stories with the same two novel name-object pairs or the same story three times. Importantly, all children heard each novel name the same number of times. Both immediate recall and retention were tested with a four-alternative forced-choice task with pictures of the novel objects. Children who heard the same stories repeatedly were very accurate on both the immediate recall and retention tasks. In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words. Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name-object associations encountered during shared storybook reading when they heard the same stories multiple times in succession. Results are discussed in terms of contextual cueing effects observed in other cognitive domains.

No MeSH data available.


Related in: MedlinePlus